Structure and flexibility: systemic and explicit assignment extensions foster an inclusive learning environment

• DOI: 10.3389/feduc.2024.1324506
• Publication Date: 2024-03-21T13:53:25Z
• Authors: Joseph M. Ruesch; Mark A. Sarvary
• Keywords: undergraduate; flexibility; inclusion; deadline; 05 social sciences; Education (General); 0501 psychology and cognitive sciences; structure; L7-991; extensions

Many educators strive to create inclusive classrooms where students receive not only knowledge but also empathy from their instructors. When face unexpected challenges due illness, academic pressure, or exhaustion, they often seek extensions on assignments. Instructors insert own biases when decide who is eligible for an extension. An explicitly communicated penalty-free extension system can eliminate this bias, learning environment, and disinter requests the hidden curriculum. Students used “extension without penalty” (EWP) in a large introductory biology course. Mid-semester qualitative data collection helped design end-of-the-semester quantitative survey about students’ perceived benefits. Assignment submission data, EWP use frequency grades were directly extracted management system. preferred two-tier with ideal dates. The was by 78% of students, half them it once. reported benefits stress reduction, handling sickness emergencies, improved performance other courses. Exploratory results indicate there additional some areas first-generation college students. Using dates did impact student grades. This study uses evidence debunk common misconceptions assignment extensions.